Unraveling the emotional well-being of faculty in learning organizations through the lens of self-determination theory

Purpose The study aims to explore and examine how elements often associated with a learning organization, namely, shared vision, academic optimism and perceived organizational support (POS) – shape the emotional well-being of faculty members in higher education institutions (HEIs). Grounded in the principles of self-determination theory (SDT), the study considers how fulfilling the fundamental psychological needs of autonomy, competence and relatedness can support and enhance faculty members’ emotional experiences within their institutions. Design/methodology/approach Data were collected from faculty members at two universities. While the nested structure of the data initially suggested the use of hierarchical linear modeling, insufficient within-group agreement prevented aggregation; thus, the analysis was conducted at the individual level using Hierarchical regression analysis and confirmatory factor analysis to validate the measurement model. Findings Results indicate that Shared Vision significantly enhances faculty emotional well-being, with Academic Optimism fully mediating this relationship. Contrary to the hypothesized moderating role, POS did not interact with Academic Optimism but exerted a distinct and significant direct effect on well-being. These findings suggest that while vision alignment fosters psychological resources such as optimism, organizational support independently contributes to emotional health. Originality/value The study extends SDT in the context of HEIs by elucidating parallel psychological and organizational pathways influencing well-being. Practically, institutions can enhance faculty well-being by embedding shared vision into everyday academic life, fostering optimism through supportive academic cultures, and ensuring consistent organizational support. These strategies provide a foundation for designing emotionally sustainable academic environments.